Abstract
In this and the following chapters, the data collected from the main study will be analysed. Firstly, in this chapter, hypothesis testing and content analysis will be adopted to investigate the students’ academic performance in the areas relevant to Theme 1. In subsequent chapters, MANOVA will be employed to analyse the data obtained from the questionnaire-based survey, which examined the students’ critical-thinking dispositions (attitudes) relating to Theme 2. In addition, with the last theme which concerns the influence of Chinese culture on group work, discourse analysis will be used to explore the findings related to the in-depth interviews. Specifically, this chapter aims to examine hypothesis 1: ‘More evidence of critical thinking (‘skills’) exists in the ‘Teacher Guidance’ group (Type3) than the ‘Self-directed’ group (Type2) in the teaching interventions,’ as well as hypothesis 2: ‘More evidence of critical thinking (‘academic’) exists in the ‘group work’ (Type2 and Type3) students than the ‘conventional class’ (Type1) students.’
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